Current Situation of Rural Primary and Secondary School Teachers The reasons for the coexistence of supernumerary and teacher shortage are complex
The annual graduation season is also the peak time for teacher recruitment.
Traditionally, the teaching profession is considered to be a solid "iron rice bowl", but most normal graduates are more inclined to choose the position of urban teacher.
Even if they are admitted to the rural teaching establishment, they will try to try to go to the city to teach.
Every year, a group of new forces join the teaching force, and the country is also actively expanding the scale of teachers.
However, it is surprising that rural primary and secondary schools are still facing a shortage of students, and at the same time have to deal with overstaffing and teacher shortages.
Where does the phenomenon of "supernumeration" come from?
Since 2001, China has formulated a unified standard for the ratio of teachers to students in urban and rural primary and secondary schools, and by 2014, the national urban and rural standards will be unified. The teacher-student ratio is 1:19 in elementary school and 1:13 in junior high school5, 1:12 in high school5。
In recent years, large numbers of rural students have flocked to the towns, resulting in a drastic reduction in the size of schools, with perhaps fewer than ten students in a class.
There may be only forty or fifty students in the whole school, and according to the standard ratio, five teachers are enough to cope, but the actual situation is no less than ten teachers, which is the phenomenon of "overstaffing".
What is going on with the "teacher shortage"?
Although there is a surplus of teachers, there is actually a shortage of teachers. This involves the actual teaching management of the school, and any school has a complete teaching management structure, from the principal to the school worker, every position needs someone to fill it.
Add to this the fact that even if the school has fewer students, every subject cannot be missing, so even if there is a supernumerary, ten teachers may still not be enough.
I once heard a friend who was a special post teacher complain that as a Chinese teacher, she actually had to take up both mathematics and art, not because she was versatile, but because the school lacked corresponding teacher resources.
As mentioned earlier, many people are reluctant to return to the countryside to teach, which makes it difficult to fill the teacher gap, so in-service teachers have to take on multiple responsibilities, which is why there is a "teacher shortage" despite the existence of supernumerary staff.
Why are most teachers reluctant to teach in rural primary and secondary schools?
The main reason is that the salary and benefits are not satisfactory. The salary of teaching in developed cities may reach tens of thousands, while in rural areas it may only be two or three thousand, and this obvious disparity forces people to choose to work in education in big cities.
Some people may say, "If it's gold, it will shine." "However, some of the same gold is buried shallowly in the ground, and it shines brightly when the breeze blows, while others are buried deep in the earth, and it is difficult to find it even if they dig three feet into the ground.
This is the reality of the gap between urban and rural teachers in terms of promotion opportunities. Urban teachers may be promoted quickly with a single nudge, while rural teachers can take years to leave the countryside.
Although the state has vigorously promoted rural construction and improved rural transportation conditions in recent years, rural life is still not very convenient. Many rural teachers are not locals, and some may be thousands of miles away from home, and can only return home during the winter and summer holidays.
In some villages, the working and accommodation conditions are relatively difficult, which is a great test for teachers.
Personal problems are difficult to solve, there is a shortage of primary and secondary school teachers in rural areas, the ratio of men and women is out of balance, especially female teachers, who rarely have access to the opposite sex, and it is relatively difficult to find a suitable marriage partner.
In addition, many rural teachers, once married, are separated from their significant other for many years, which is not conducive to cultivating and maintaining relationships. Therefore, even though the teaching profession is considered an "iron rice bowl", many young people are reluctant to choose rural jobs.
In addition to these external reasons, some young people still have some prejudice against rural areas. In fact, with the vigorous promotion of the state, today's rural areas have undergone earth-shaking changes.
How to attract young teachers to join rural primary and secondary schools?
Teacher localization is an effective way to maintain the stability of the teaching force, especially for the high mobility of rural primary and secondary school teachers. Since many young teachers come from other places, teacher localization is a key means of ensuring the stability of the workforce.
Encouraging rural college students to go out to study and Xi, and then return to the countryside to contribute to the cause of education, will inject new vitality into rural education.
No matter how loud the slogan is, the lack of substantive action is still empty talk. Ideals can be linked to work, but life still needs to be maintained, and improving the salary of rural teachers is the key to retaining them.
Pay attention to the development of rural teachers, provide them with more opportunities for promotion, and pay attention to their life and work.
Many rural teachers regard rural teaching as a stepping stone to a higher stage, but they may not realize their key role in rural education and construction.
The teaching profession is not only a job, but also a belief. Rural teachers need to have a persevering heart.
Only by effectively implementing the policy of supporting rural teachers can we maintain the original intention of rural teachers. In addition to basic benefits, specific issues need to be addressed in a context-specific manner.
Only by adopting special support policies and measures for different regions can teachers be truly retained.
Conclusion: Education is no trivial matter, and we should not only pay attention to students, but also pay attention to teachers.
Especially those teachers in the countryside, they have overcome many difficulties just to make rural education shine with a unique fragrance, and they deserve our respect.
Today's topic: If you had the opportunity, would you be willing to choose to become a rural teacher?
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